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Background/purpose. This study aimed to identify the impact of teaching science based on John Zahorek’s model on the acquisition of scientific concepts among seventh-grade female students.Materials/methods. It was based on the quasi-experimental method. The study participants, comprising 58 seventh-grade students, were intentionally selected from the Kasbah Zarqa District and divided into two groups. The sample was selected from among the two divisions by random appointment, where the experimental group consisted of 30 female students in the first division and the control group (28) female students in the second division.Results. After conducting statistical analysis through the SPSS program, the study showed a statistically significant effect at the significance level (α=0.05) of teaching science based on John Zahorek’s model in acquiring scientific concepts among seventh-grade female students.Conclusion. The study recommended a set of recommendations, the most prominent of which are: Adopting John Zahorek’s model as part of science education strategies in Jordanian schools.

Background/purpose. This study aimed to investigate the effectiveness of a computerized instructional module based on artificial intelligence in acquiring scientific concepts and developing critical thinking among seventh-grade female students.Materials/methods. To achieve the study's objectives, an AI-based computerized instructional module was created, and two tests were prepared to measure their performance in acquiring scientific concepts and critical thinking. The study sample consisted of two classes of seventh-grade female students selected conveniently in the first semester of the 2023/2024 academic year, totaling 48 students. One class was randomly chosen as the experimental group of 27 students, taught using the computerized instructional module based on artificial intelligence. In contrast, the other class was the control group, with 21 students taught using the traditional method.Results. The study results showed a statistically significant difference in the acquisition of scientific concepts, both individually and collectively, and the development of critical thinking, both individually and collectively, between the performance of the two study groups in favor of the experimental group who studied using the artificial intelligence-based instructional moduleConclusion. The study recommended the importance of using smart applications in education, especially in the field of science teaching, due to their significant impact on achieving interactivity and practical experience, which contributes to enhancing students' understanding and motivating them to discover more scientific concepts innovatively and enjoyably and developing their critical thinking.

Students’ problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students’ understanding of specific scientific concepts is important to promote students’ problem-solving ability, as it can find students’ understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students’ different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students’ understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure.

A critical assumption made in Kapur's (Instr Sci 40:651–672, 2012) productive failure design is that students have the necessary prerequisite knowledge resources to generate and explore solutions to problems before learning the targeted concept. Through two quasi-experimental studies, we interrogated this assumption in the context of learning a multilevel biological concept of monohybrid inheritance. In the first study, students were either provided or not provided with prerequisite micro-level knowledge prior to the generation phase. Findings suggested that students do not necessarily have adequate prior knowledge resources, especially those at the micro-level, to generate representations and solution methods for a multilevel concept such as monohybrid inheritance. The second study examined how this prerequisite knowledge provision influenced how much students learned from the subsequent instruction. Although the prerequisite knowledge provision helped students generate and explore the biological phenomenon at the micro- and macro-levels, the provision seemingly did not confer further learning advantage to these students. Instead, they had learning gains similar to those without the provision, and further reported lower lesson engagement and greater mental effort during the subsequent instruction.

Entanglement is a key feature of many-body quantum systems. Measuring the entropy of different partitions of a quantum system provides a way to probe its entanglement structure. Here, we present and experimentally demonstrate a protocol for measuring the second-order Rényi entropy based on statistical correlations between randomized measurements. Our experiments, carried out with a trapped-ion quantum simulator with partition sizes of up to 10 qubits, prove the overall coherent character of the system dynamics and reveal the growth of entanglement between its parts, in both the absence and presence of disorder. Our protocol represents a universal tool for probing and characterizing engineered quantum systems in the laboratory, which is applicable to arbitrary quantum states of up to several tens of qubits.

Present-day galaxies are surrounded by cool and enriched halo gas extending for hundreds of kiloparsecs. This halo gas is thought to be the dominant reservoir of material available to fuel future star formation, but direct constraints on its mass and physical properties have been difficult to obtain. We report the detection of a fast radio burst (FRB 181112), localized with arcsecond precision, that passes through the halo of a foreground galaxy. Analysis of the burst shows that the halo gas has low net magnetization and turbulence. Our results imply predominantly diffuse gas in massive galactic halos, even those hosting active supermassive black holes, contrary to some previous results.

Improving the platinum (Pt) mass activity for the oxygen reduction reaction (ORR) requires optimization of both the specific activity and the electrochemically active surface area (ECSA). We found that solution-synthesized Pt/NiO core/shell nanowires can be converted into PtNi alloy nanowires through a thermal annealing process and then transformed into jagged Pt nanowires via electrochemical dealloying. The jagged nanowires exhibit an ECSA of 118 square meters per gram of Pt and a specific activity of 11.5 milliamperes per square centimeter for ORR (at 0.9 volts versus reversible hydrogen electrode), yielding a mass activity of 13.6 amperes per milligram of Pt, nearly double previously reported best values. Reactive molecular dynamics simulations suggest that highly stressed, undercoordinated rhombus-rich surface configurations of the jagged nanowires enhance ORR activity versus more relaxed surfaces.

Statistical mechanics relies on the maximization of entropy in a system at thermal equilibrium. However, an isolated quantum many-body system initialized in a pure state remains pure during Schrödinger evolution, and in this sense it has static, zero entropy. We experimentally studied the emergence of statistical mechanics in a quantum state and observed the fundamental role of quantum entanglement in facilitating this emergence. Microscopy of an evolving quantum system indicates that the full quantum state remains pure, whereas thermalization occurs on a local scale. We directly measured entanglement entropy, which assumes the role of the thermal entropy in thermalization. The entanglement creates local entropy that validates the use of statistical physics for local observables. Our measurements are consistent with the eigenstate thermalization hypothesis.

Catalysts based on single atoms of scarce precious metals can lead to more efficient use through enhanced reactivity and selectivity. However, single atoms on catalyst supports can be mobile and aggregate into nanoparticles when heated at elevated temperatures. High temperatures are detrimental to catalyst performance unless these mobile atoms can be trapped. We used ceria powders having similar surface areas but different exposed surface facets. When mixed with a platinum/aluminum oxide catalyst and aged in air at 800°C, the platinum transferred to the ceria and was trapped. Polyhedral ceria and nanorods were more effective than ceria cubes at anchoring the platinum. Performing synthesis at high temperatures ensures that only the most stable binding sites are occupied, yielding a sinter-resistant, atomically dispersed catalyst.

Masaryk’s philosophical approach to reality is largely characterised by its orientation towards the positivism of Auguste Comte, which Masaryk sought to offset with the psychologism of J. S. Mill. The combination of these positivist approaches became the positive starting point for Masaryk’s ethics. But that was not the only influence on his ethics. Masaryk’s German translation of Hume’s book, titled (1883), reveals that the main stimuli that shaped Masaryk’s ideas about ethics came from David Hume. Although the need for scientific evidence became a fundamental principle of Masaryk’s thought, the need to objectively anchor ethics in rational theism necessitated in this area a departure from his positivist outlook. Masaryk’s lectures on practical philosophy attest to this fact. The reason for his departure from a positivist stance was due to the metaphysical nature of his concept of psychology.